Reading Grade 4 Student Monitoring Plan

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Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text.
Comprehension of Informational Text
  Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
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Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
           
Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
           

 
  Identify and use text features to facilitate understanding of informational texts
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Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
           
Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
           
Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
           
Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
           
Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
           
Identify and explain the contributions of text features to meaning
           

 
  Develop knowledge of organizational structure of informational text to understand what is read
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Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
           
Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
           

 
  Determine important ideas and messages in informational texts
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Identify and explain the author's/text's purpose and intended audience
           
Identify and explain the author's opinion
           
State and support main ideas and messages
           
Summarize or paraphrase
           
Identify and explain information not related to the main idea
           
Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
           
Draw conclusions and inferences and make generalizations and predictions from text
           
Distinguish between a fact and an opinion
           
Identify and explain how someone might use the text
           
Connect the text to prior knowledge or experience
           

 
  Identify and explain the author's use of language
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Identify and explain specific words or phrases that contribute to the meaning of a text
           
Identify and explain specific words and punctuation that create tone
           
Identify and explain the effect of repetition of words and phrases
           

 
  Read critically to evaluate informational text
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Explain whether the text fulfills the reading purpose
           
Identify and explain additions or changes to format or text features that would make the text easier to understand
           
Identify and explain information not included in the text
           
Identify and explain words and other techniques that affect the reader's feelings
           

 

11/15/07